Developing and using an S3R model to analyze reasoning in web-based cross-national exchanges on sustainability

Within the increasing body of research that examines students' reasoning on socioscientific issues, we consider in particular student reasoning concerning acute, open-ended questions that bring out the complexities and uncertainties embedded in ill-structured problems. In this paper, we propose a socioscientific sustainability reasoning (S3R) model to analyze students' reasoning exchanges on environmental socially acute questions (ESAQs). The paper describes the development of an epistemological analysis of how sustainability perspectives can be integrated into socioscientific reasoning, which emphasizes the need for S3R to be both grounded in context and collective. We argue the complexity of ESAQs requires a consideration of multiple dimensions that form the basis of our S3R analysis model: problematization, interactions, knowledge, uncertainties, values, and governance. For each dimension, in the model we have identified indicators of four levels of complexity. We investigated the usefulness of the model in identifying improvements in reasoning that flow from cross-national web-based exchanges between groups of French and Australian students, concerning a local and a global ESAQ. The S3R model successfully captured the nature of reasoning about socioscientific sustainability issues, with the collective negotiation of multiple forms of knowledge as a key characteristic in improving reasoning levels. The paper provides examples of collaborative argumentation in collective texts (wikis) to illustrate the various levels of reasoning in each dimension, and diagrammatic representation of the evolution of collective reflections. We observe that a staged process of construction and confrontation, involving groups representing to some extent different cultural and contextual stances, is powerful in eliciting reasoned argument of enhanced quality. © 2014 Wiley Periodicals, Inc.

Building fuzzy inference systems with similarity reasoning : NSGAII-based fuzzy rule selection and evidential functions

In our previous investigations, two Similarity Reasoning (SR)-based frameworks for tackling real-world problems have been proposed. In both frameworks, SR is used to deduce unknown fuzzy rules based on similarity of the given and unknown fuzzy rules for building a Fuzzy Inference System (FIS). In this paper, we further extend our previous findings by developing (1) a multi-objective evolutionary model for fuzzy rule selection; and (2) an evidential function to facilitate the use of both frameworks. The Non-Dominated Sorting Genetic Algorithms-p (NSGA-p) is adopted for fuzzy rule selection, in accordance with the Pareto optimal criterion. Besides that, two new evidential functions are developed, whereby given fuzzy rules are considered as evidence. Simulated and benchmark examples are included to demonstrate the applicability of these suggestions. Positive results were obtained.

Imago veritas falsa: for a (post-)Schmittian decisionist theory of law, legal reasoning, and judging

For decades, while approaching the ‘normativism/pragmatism’ divide and discussing the legitimacy of (and opportunity for) the judge to act as a ‘social engineer’, socio-legal scholars have tried to ascertain whether the jurist should also consider the impact of his/her activity on society at large, and if so, why and to what extent. The present contribution understands instead the law in terms of a structurally incomplete image (imago veritas falsa) which always needs the decisive intervention of the legal interpreter to exercise its performative instances. In particular, by adopting an unconventional theoretico-philosophical approach that transcends the classic boundaries of foundationalist metaphysics as expressed by the dichotomy of Western logic, this paper argues for the necessity of a tertium comparationis capable of explaining that the real essence of law, legal reasoning, and judging is neither that of normativism, nor of pragmatism, but rather of (post-)Schmittian decisionism.

A parametric study of a monolithic microfluidic system for on-chip biomolecular separation

A microfabricated poly(dimethylsiloxane) (PDMS) chip containing channel filled with polymer monolith has been developed for on-chip biomolecule separation. Methacrylate monolithic polymers were prepared by photo-initiated polymerization within the channel to serve as a continuous stationary phase. The monolithic polymer was functionalized with a weak anion-exchange ligand, and key parameters affecting the binding characteristics of the system were investigated. The total binding capacity was unaffected by the flow rate of the mobile phase but varied significantly with changes in ionic strength and pH of the binding buffer. The binding capacity decreased with increasing buffer ionic strength, and this is due to the limited available binding sites for protein adsorption resulting from cationic shielding effect. Similarly, the binding capacity decreased with decreasing buffer pH towards the isoelectric point of the protein. A protein mixture, BSA and ovalbumin, was used to illustrate the capacity of the methacrylate-based microfluidic chip for rapid biomolecule separation.

Promoting reasoning through the magic V task

Reasoning in mathematics plays a critical role in developing mathematical understandings. In this article, Bragg, Loong, Widjaja, Vale and Herbert explore an adaptation of the Magic V Task and how was used in several classrooms to promote and develop reasoning skills.

A framework for primary teachers’ perceptions of mathematical reasoning

Mathematical reasoning has been emphasised as one of the key proficiencies for mathematics in the Australian curriculum since 2011 and in the Canadian curriculum since 2007. This study explores primary teachers’ perceptions of mathematical reasoning at a time of further curriculum change. Twenty-four primary teachers from Canada and Australia were interviewed after engagement in the first stage of the Mathematical Reasoning Professional Learning Program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variation in the perceptions of mathematical reasoning held by these teachers revealed seven categories of description based on four dimensions of variation. The categories delineate the different perceptions of mathematical reasoning expressed by the participants of this study. The resulting outcome space establishes a framework that facilitates tracking of growth in primary teachers’ awareness of aspects of mathematical reasoning.

Development of a resin based silica monolithic column encapsulation

As monolithic columns become more extensively used in separation based applications due to their good flow and high surface characteristics, there has arisen the need to establish simple, reliable fabrication methods for fluidic coupling and sealing. In particular, the problem of liquid tracking between a monolith's outer surface and the sealing wall, resulting in poor flow-through performance, needs to be addressed. This paper describes a novel resin-based encapsulation method that penetrates 0.3 mm into the outer surface of a 4 mm diameter monolith, removing the so-called wall-effect. Results based on the peak analysis from 1 μL of 0.4% thiourea injected into a 98:2 water:methanol mobile phase flowing at 1 mL min^-1 indicate excellent flow conservation through the monolith. A comparison of peak shape and height equivalent to a theoretical plate (HETP) data between the reported resin-based method and the previously reported heat shrink tubing encapsulation methodology, for the same batch of monoliths, suggests the resin based method offers far superior flow characteristics. In addition to the improved flow properties, the resin casting method enables standard polyether ether ketone (PEEK) fittings to be moulded and subsequently unscrewed from the device offering simple reliable fluidic coupling to be achieved.

Core components of communication of clinical reasoning: a qualitative study with experienced Australian physiotherapists

Communication is an important area in health professional education curricula, however it has been dealt with as discrete skills that can be learned and taught separate to the underlying thinking. Communication of clinical reasoning is a phenomenon that has largely been ignored in the literature. This research sought to examine how experienced physiotherapists communicate their clinical reasoning and to identify the core processes of this communication. A hermeneutic phenomenological research study was conducted using multiple methods of text construction including repeated semi-structured interviews, observation and written exercises. Hermeneutic analysis of texts involved iterative reading and interpretation of texts with the development of themes and sub-themes. Communication of clinical reasoning was perceived to be complex, dynamic and largely automatic. A key finding was that articulating reasoning (particularly during research) does not completely represent actual reasoning processes but represents a (re)construction of the more complex, rapid and multi-layered processes that operate in practice. These communications are constructed in ways that are perceived as being most relevant to the audience, context and purpose of the communication. Five core components of communicating clinical reasoning were identified: active listening, framing and presenting the message, matching the co-communicator, metacognitive aspects of communication and clinical reasoning abilities. We propose that communication of clinical reasoning is both an inherent part of reasoning as well as an essential and complementary skill based on the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined, providing evidence for the argument that they should be learned (and explicitly taught) in synergy and in context.

Promoting clinical reasoning in general practice trainees: role of the clinical teacher

BACKGROUND: Clinical reasoning requires knowledge, cognition and metacognition, and is contextually bound. Clinical teachers can and should play a key role in explicitly promoting clinical reasoning.

CONTEXT: The aim of this article is to relate the clinical reasoning literature to the general practice or family medicine context, and to provide clinical teachers with strategies to promote clinical reasoning.

INNOVATION: It is important that the clinical teacher teaches trainees the specific skills sets of the expert general practitioner (e.g. synthesising skills, recognising prototypes, focusing on cues and clues, using community resources and dealing with uncertainty) in order to promote clinical reasoning in the context of general practice or family medicine. Clinical teachers need to understand their own reasoning processes as well as be able to convey that knowledge to their trainees. They also need to understand the developmental stages of clinical reasoning and be able to nurture each trainee's own expertise. Strategies for facilitating effective clinical reasoning in trainees include adequate exposure to patients, offering the trainees opportunity for reflection and feedback, and coaching on the techniques of reasoning in the general practice context.

IMPLICATIONS: The journey to expertise in clinical reasoning is unique to each clinician, with different skills developing at different rates, depending on content, context and past experience. Doctors enter into general practice training with the building blocks of biomedical and clinical knowledge and a desire to learn how to be a general practitioner. Clinical teachers are integral in the process of helping trainees learn how to 'think like a general practitioner'.

Clinical reasoning sessions: back to the patient

BACKGROUND: Problem-based learning (PBL) was developed as a facilitated small group learning process based around a clinical problem. Originally designed for pre-clinical years of medical education, its application across all years poses a number of difficulties, including the risk of reducing patient contact, providing a learning process that is skewed towards an understanding of pathophysiological processes, which may not be well understood in all areas of medicine, and failing to provide exposure to clinically relevant reasoning skills. CONTEXT: Curriculum review identified dissatisfaction with PBLs in the clinical years of the Sydney Medical School's Graduate Medical Program, from both staff and students. A new model was designed and implemented in the Psychiatry and Addiction Medicine rotation, and is currently being evaluated. INNOVATION: We describe an innovative model of small-group, student-generated, case-based learning in psychiatry - clinical reasoning sessions (CRS) - led by expert facilitators. IMPLICATIONS: The CRS format returns the student to the patient, emphasises clinical assessment skills and considers treatment in the real-world context of the patient. Students practise a more sophisticated reasoning process with real patients modelled upon that of their expert tutor. This has increased student engagement compared with the previous PBL programme.

Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning

This paper is primarily targeted at doctoral students and other researchers considering using hermeneutic phenomenology as a research strategy. We present interpretive paradigm research designed to investigate how experienced practitioners learn to communicate their clinical reasoning in professional practice. Twelve experienced physiotherapy practitioners participated in this research. Using hermeneutic phenomenology enabled access to a phenomenon that is often subconscious and provided a means of interpreting participants’ experiences of personal learning journeys. Within the philosophy underpinning hermeneutic phenomenology, researchers need to design a research strategy that flows directly from the research question and goals of the research project. This paper explores such a strategy.

Mapping variation in children’s mathematical reasoning: the case of ‘what else belongs?’

Explaining appears to dominate primary teachers’ understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop mathematical reasoning. The task used in this study of children’s reasoning is a number commonality problem. We analysed written and verbal samples of reasoning gathered from children in grades 3 and 4 from three primary schools in Australia and one elementary school in Canada to map the variation in their reasoning. We found that comparing and contrasting was a critical aspect of forming conjectures when generalising in this context, an action not specified in frameworks for generalising in early algebra. The variance in children’s reasoning elicited through this task also illuminated the difference between explaining and justifying.

Primary teachers notice the impact of language on children’s mathematical reasoning

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children’s mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise mathematical reasoning in children’s actions and words. As part of a larger study, we explored whether observation of educators conducting mathematics lessons can develop teachers’ sensitivity in noticing children’s reasoning and consideration of how to support reasoning. In the Mathematical Reasoning Professional Learning Research Program, demonstration lessons were conducted in Australian and Canadian primary classrooms. Data sources included post-lesson group discussions. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children’s individual and whole-class reasoning. In particular, the teachers noticed that children struggled to employ mathematical language to communicate their reasoning and viewed limitations in language as a major barrier to increasing the use of mathematical reasoning in their classrooms. Given the focus of teachers’ noticing of the limitations in some types of mathematical language, it seems that targeted support is required for teachers to facilitate classroom discourse for reasoning.

Reasoning in science through representation

In this chapter we argue that our analysis of student reasoning through constructing representations points to a range of informal and formal reasoning processes. This suggests the need for researchers and teachers to shift from an exclusive focus on formal syllogistic reasoning as the main or only reasoning resource for science learning. First we review the literature to identify how informal reasoning is described, and relates to reasoning through representation, then examine one case of reasoning during a representational challenge, to argue that reasoning should be thought of as deliberative thinking that involves choices, leading to a justifiable claim. Two case studies from RILS units are then used to identify how reasoning through representation can occur at a number of points during a representational challenge, and finally to develop an indicative taxonomy of the different purposes of reasoning as part of the processes of science.